"C-Change has created this learning package for facilitated, face-to-face workshops on social and behavior change communication (SBCC). The package includes a series of six modules. The Introduction Module outlines all five steps of C-Planning (see graphic to the right). It also provides an overview
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of the SBCC framework and guiding principles that run through the remainder of the course. The next five modules each focus on one distinct step of the SBCC planning process: 1. Understanding the Situation; 2. Focusing & Designing; 3. Creating; 4. Implementing & Monitoring; 5. Evaluating & Replanning. If asked, the Introduction Module is 0, so the following modules (1–5) correspond to the steps of C-Planning. The Introduction Module can be given independently. However, completing the introduction is necessary to do any of the other five modules. This package was designed for staff of health and development programs in medium-sized organizations. It speaks to staff with varying degrees of experience in planning or implementing SBCC programs. The learning of the participants depends on facilitators with personal, practical experience in SBCC. Facilitators should tailor each module to the profile of their learners as well as to the time available." (Overview, page 2)
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"This publication is both a human rights reference guide and a workbook. It draws on a variety of research, training, and experience - especially that of the United Nations (UN) and the International Centre for War and Peace Reporting. Section 1 on "Human rights knowledge" introduces human rights, t
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he UN System, and the international justice system. Section 2 on "Journalism understanding" works through journalism values and some of the specific skills needed to tackle human rights issues. Section 3, "Guide for practical application", provides a step-by-step guide to producing a good human rights story. The final section includes summaries of the nine main human rights conventions and a variety of useful resources for human rights reporters." (CAMECO Update 2-2012)
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The first module covers the different aspects of administrative management. The sub-module on good governance intends to facilitate analytical thinking about good governance in order to gain a better understanding of the notion and its applicability to community radios. As a follow-up, the second su
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b-module provides an overview of the most important legal documents, their content and their roles.
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"The manual is designed for a three-day workshop. It is accompanied by two sets of PowerPoint slides: Gender and security and Security and security sector reform (SSR) and a Companion workbook. The workbook contains tools, hand-outs, briefing information sheets and selected reading materials. It has
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been designed to be as helpful as possible to trainers. It also contains daily learning diaries and lists of resources on gender and security issues for journalists and civil society. The workbook can be given to participants for use during the workshop and for future reference." (Introduction, page 5)
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"This Media and Information Literacy (MIL) Curriculum for Teachers is an important resource for Member States in their continuing work towards achieving the objectives of the Grünwald Declaration (1982), the Alexandria Declaration (2005) and the UNESCO Paris Agenda (2007) – all related to MIL. It
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is pioneering for two reasons. First, it is forward looking, drawing on present trends toward the convergence of radio, television, Internet, newspapers, books, digital archives and libraries into one platform – thereby, for the first time, presenting MIL in a holistic manner. Second, it is specifically designed with teachers in mind and for integration into the formal teacher education system, thus launching a catalytic process which should reach and build capacities of millions of young people." (Foreword, page 11)
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"In April 2006, the World Federation of Science Journalists (WFSJ) embarked on a three-year journey in peer to peer mentoring. Through Project SjCOOP (Science journalism COOPeration), 16 experienced science journalists from 15 African, Arab, European and North American countries became companions to
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sixty of their colleagues in 33 African and Arab countries for two years. It was essentially a mentoring project at a distance, across multiple cultures, across countries and continents. The SjCOOP project led to the creation of seven associations of science journalists and made African and Arab science journalists true partners in the international community of science journalism. In this guidebook, Kathryn O’Hara, who gave the initial training in mentoring to the SjCOOP mentors, shares the lessons learned in the mentoring process and looks into the complex mentor-mentee relationship which is always full of surprises." (Foreword, page 3)
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"This guide is designed for development practitioners in donor organizations, governments, and civil society, who are setting up capacity-building programs for promoting sustainable accountability and governance reform. A conceptual framework for communication and accountability provides trainers wi
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th an understanding of the role of communication, while several case studies exemplify communication for accountability in developing countries. The guide proposes a training structure and provides training materials as well as exercises." (Back cover)
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"This is an applied facilitator’s guide for reform managers, change agents, development practitioners, and training professionals who need to use smart communication techniques—the relevant concepts, frameworks and applications—to promote change through governance reform. It is grounded on the
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expert knowledge and practical research from academics and scholars and practitioners in the field, culled and enriched from CommGAP’s series of global dialogue on key governance issues." (Back cover)
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"This practical guide is based on the trainings developed for the Through Our Eyes community video project, a collaboration between the American Refugee Committee International (ARC) and Communication for Change (C4C). These workshops combine sessions on key project themes—gender norms, gender-bas
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ed violence, harmful practices, HIV/AIDS, and related issues—with practical sessions on the technical and interpersonal skills needed to carry out participatory video work for social change in the community. This guide is designed as a tool for workshop facilitators and program coordinators. Facilitators with a strong understanding of participatory training methods and community-centered production will implement this training most effectively. Useful resources on both of these areas are included in Section V." (Foreword)
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"Part 1 reviews critical concerns within the context of crisis and conflict-affected settings. Part 2 outlines participatory communication principles and approaches, as well as challenges in addressing sensitive issues within programs supporting social and behavior change. Part 3 focuses on the uses
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of participatory, community-based video in development and humanitarian settings. Part 4 delineates steps in planning and designing a community video project. Part 5 focuses on implementation, ongoing support, and ways of integrating community video activities into broader program work within an organization or program. Part 6 addresses issues of program quality and sustainability. Part 7 provides recommendations for monitoring and evaluation. Part 8 suggests opportunities for sharing experiences, and offers some of principle lessons learned by the Through Our Eyes teams. Resource materials are provided in the Annexes." (Introduction)
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"Advocacy, communication, and social mobilization (ACSM) refers to a set of interventions that supports tuberculosis (TB) control goals and objectives at international, national, and local levels. These include advocating for sufficient resources, promoting healthy behaviors and attitudes, and engag
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ing affected communities in the fight against TB. ACSM activities also can battle stigma, correct misconceptions about TB, and identify new funding mechanisms to support TB control—all of which are essential to sustaining and increasing the gains that we have made in TB control over the past several decades. This curriculum is designed for training TB control professionals and civil society activists at national and local levels who are involved in ACSM efforts. It is designed to provide countrylevel staff with the specific knowledge and skills to plan, implement, and evaluate effective ACSM interventions linked to specific TB control objectives. The curriculum structure and methodologies proposed by PATH were approved by the Stop TB Partnership ACSM Country Level Core Group members for global use. The original version of the curriculum was significantly refined and modified in response to partners’ comments and to meet participants’ needs." (Introduction, page 2)
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"Teaching Visual Literacy in the Primary Classroom shows how everyday Literacy sessions can be made more exciting, dynamic and effective by using a wide range of media and visual texts in the primary classroom. In addition to a wealth of practical teaching ideas, the book outlines the vital importan
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ce of visual texts and shows how children can enjoy developing essential literacy skills through studying picture books, film, television and comic books. Designed to take account of the renewed Framework for Literacy, each chapter offers a complete guide to teaching this required area of literacy. Aimed at those who want to deliver high quality and stimulating Literacy sessions, each chapter contains a range of detailed practical activities and resources which can be easily implemented into existing Literacy teaching with minimal preparation. In addition, each chapter gives clear, informative yet accessible insights into the theory behind visual literacy." (Publisher description)
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"This companion workbook is designed for use in tandem with the Saferworld/IHRICON Training of trainers’ manual on gender and security for the media and civil society in Nepal. It contains tools, hand-outs, briefing information sheets, selected reading materials for exercises, daily learning diari
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es and a list of useful resources on gender and security sector reform (SSR) for journalists and civil society." (Page 2)
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"This guide is for trainers of media workers and government officials in the strategic communication of major development objectives. It is intended to improve the skills of media practitioners and policy makers by helping them create and disseminate policy information in ways which are accessible t
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o different constituents. It also highlights the importance of giving citizens space to react, comment and interact with policy decisions in real and creative ways. As such the guide is at the centre of a regional project set up by the conflict transformation NGO Search for Common Ground (www.sfcg.org), and supported by the Ministry of Foreign Affairs of the Finnish Government. The project, 'Radio: A Platform for Peacebuilding (RAPP)', which includes the website www.radiopeaceafrica.org, covers seven West and Central African countries. The project's overall objective is, to improve the population's access to information about policies and decisions that affect their lives [...] The RAPP project has undertaken media sector mappings in the seven countries. Media sector mapping (MSM) is a tool that identifies how information is generated and communicated to citizens and how they in turn use this information to participate in the implementation of government policies. The findings of the MSMs suggest that few governments are successfully communicating their major development policies to the citizens. They therefore run the risk that the policies will never take hold, and the essential reforms will not occur, so increasing the risk of conflict. Once citizens are able to become involved in policy decisions and programmes which affect their lives, rather than being viewed and treated as the simple (and grateful) recipients of largesse from above, these policies take on a more meaningful existence - one in which strategies are created, and decisions are made by the people who are most affected by them. In this model strategic communication becomes a key component of the development process, meaning that communication is a dialogue, from the government to the people and from the people to government (vertical communication), as well as allowing for communication across society from one community to another (horizontal communication)." (Introduction)
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